Key Stage 4 Subject. Unit 3 Title: Literary Reading – Drama – Shakespeare Romeo and Juliet
Year 10 Unit 4 (Spring 2)
Subject Assessment
Cross Curricular Framework (CCF)
Expectations
Focus - AO2 - Reading
A Cross Curricular Aspects
AF1. Read and understand
At the end of this unit
texts, selecting material
appropriate to purpose,
collating from different sources

and making comparisons and
cross- references as
appropriate.
AF2. Develop and sustain
Most pupils will: have demonstrated clear evidence of
understanding significant meanings in the text; the ability to
explain writers’ ideas clearly offering relevant and appropriate
supporting textual detail; and the ability to display
understanding of features of language and structure, also
supported by relevant and appropriate quotation

AF3. Explain and evaluate how
writers use linguistic,
grammatical, structural and
and influence the reader.
AF4 Understand texts in their
social, cultural and historical
contexts.
About the unit
Some pupils will not have made so much progress and will:
have demonstrated some awareness of more obvious
meanings in the text; some awareness of writers’ ideas,
supported by relevant textual detail; and some awareness of
v) 21st Century Literacy
obvious features of language and structure also supported by
1 A, 2 B, 3 C 4 D, 5 E, 6 F.
some relevant textual detail

Some pupils will have progressed further and will: have
demonstrated a sophisticated interpretation of the text;
sophisticated engagement with writers’ ideas and attitudes;
have developed sophisticated readings using imaginatively
selected supporting textual detail; and sophisticated analysis of
aspects of language and structure.
4th SOW of year 10 – 3rd piece of
literary reading CA.
1 Identity and cultural diversity, 2 Community participation,
3 Healthy Lifestyles, 4 Enterprise, 5 Global dimension,
6 Technology and Media, 7 Creativity and critical thinking.
C COL
D Prior learning
It is helpful if pupils have: an understanding of Shakespeare
through the reading/ study of other plays at KS3.
E Resources
Language for learning
This unit is aimed at Foundation
Point, evidence, explanation
students. It is part of literary
Social, historical and cultural contexts
reading od drama (Shakespeare)
Where the unit fits in
iii) KS Level 1, 2 and 3
1 Communication, 2 ICT, 3 Improving learning and performance,
4 Problem solving, 5 Working with others.
B Wider Curriculum Dimensions
presentational features to
achieve effects and engage
ii) ECM
1 Safety, 2 Healthy, 3 Economic well being, 4 Enjoy and
5 Participate.
iv) WRL
1 Develop skills 2 Extend experience and understanding,
3 Learn how business works, 4 Awareness of employment opps,
5 Consider career intensions, 6 Undertake tasks and activities,
7 Learn from employment sectors, 8 Develop experiences,
9 Engage with ideas and challenges.
interpretations of writers’ ideas
and perspectives.
i) PLTS
1 Independent enquirers, 2 Creative thinkers,
3 Reflective learners, 4 Team workers, 5 Self Managers,
6 Effective participators.
All ppts and worksheets are included in this SOW
Teachers may also want to refer to AQA for the
specification with regards to assessment.
Key Stage 4 English. Unit 3 Title: Literary Reading – Drama – Shakespeare Romeo and Juliet
Year 10 Core Unit 4 (Spring 2)
Lesson titles and Learning Teaching activities
Learning outcomes
CCF and COL
objectives
Pupils:
Pupils should learn:
AF 4
Lesson One


To understand what and how
the students will be assessed.
Starter

What do you already know about William
Shakespeare?
Development Activities
To consider the context of
Shakespeare and Romeo and
Juliet

Introduce students to the controlled
assessment task. Give out copies of the
assessment objectives (stick in books)

Students are to create presentations on
different contextual areas. (Theatre,
Shakespeare, Costume)
Plenary
 Knowledge and understanding of the term context
 Development of concept of Shakespearean context
 Development of process of understanding
PLTS 1, 2, 3 and 6
ECM 4and 5
KS
X
WRL Y
21CL Z
WCD 1, 2 and 7
COL
Homework
Find out five facts about
Shakespeare
 Knowledge and understanding of the term context
 Development of concept of Shakespearean context
 Development of process of speaking and listening
PLTS 1, 2, 3 and 6
ECM 5 and 6
KS
X
WRL Y
21CL Z
WCD 1, 2 and 7
COL
Homework
assessment
 Students to begin sharing their initial ideas.
Starter
AF1

Lesson Two

Students are to review their
understanding of ‘context’

To read and understand
material from different
sources and to collate the
material for a presentation.
What do you understand by the word ‘context?’
Development Activities

Introduce students to speaking and listening
skills – assessment

Students to finish presentations and show
them to the rest of the group.

Other students can peer assess using S & L
mark scheme for ‘presenting’

Plenary
 What do you understand by the word ‘context’? Has it
changed since the start of the lesson?
(presenting)
AF 1 and 3
Lesson Three

To have an understanding of
the plot.

To consider the ways in which
Shakespeare uses language in
the opening prologue.
Starter

What do you know about the play Romeo and
Juliet? Create a mind map of all your ideas.
Development Activities

Give students a plot summary and check their
understanding by completing a plot sort activity.
 Knowledge and understanding of the plot of Romeo and PLTS 2,5 and 6
Juliet
 Development of concept of Shakespearean language
 Development of process of understanding a
Shakesperean text.

Students are to read the prologue of Romeo and
Juliet. Discuss language, rhyme and rhythm.
Complete the cloze exercise of the prologue
Plenary
ECM 5 and 6
KS
X
WRL Y
21CL Z
WCD 7
COL
Homework
Storyboard the main points
of the play
 Looking back at the summary of the play. Which will
be the most dramatic moment? Why?
AF 1, 2,3 and 4
Lesson Four

Starter

Question: Why is Shakespeare still so popular
To compound our
today? What is his enduring appeal?
understanding of the ‘story’ of Development Activities
the play.
 Watching the ‘animated tales’ version of the play.
To compound and extend our knowledge’

Students to answer comprehension questions
whilst watching – to check understanding.

Reading the ‘animated tales’ version of the play to
pg. 21. Teacher to stop at the points where Tybalt
appears and discuss the plot and his character.
Plenary
 Write down any questions you have about the play so
far.
PLTS 1, 2, 5 and 6
ECM 5 and 6
KS
X
Development of concept of the text as a whole
WRL
Y
 Development of process of assimilating textual
21CL
Z
information and the presentation of characters
WCD 7
and ideas
COL
Homework
 Knowledge and understanding of the ‘story’ of Romeo
and Juliet

Starter
AF 1,2,3 and 4
 Question Box – Last lesson students wrote down
Lesson Five
any queries they had about the play so far.
Students to compound their
Teacher and students to clarify and try to answer
understanding of a Shakespearean text
questions.
To develop an understanding of writers Development Activities
ideas and perspectives.
 Reading the animated tales

Teacher to stop at the scenes which involve
Tybalt. Discuss his involvement.

Answer comprehension questions about Tybalt’s
part in the play.
Plenary
Tybalt does not have a very big part, he does not have
very many lines but he is a catalyst for much of the
dramatic action in the play. How? Why?
AF 1 and 3
Lesson Six

To learn the term
‘characterisation’

To develop an understanding of
how Shakespeare presents the
two main characters.
Starter

From your reading of the play – who are the main
characters?
Development Activities

Students are shown a series of images - 4 of
Juliet and 4 of Romeo. Students are to make a list
of adjectives or associative words to go with the
images.

Students to work in pairs or small groups to
create a collage of Romeo and Juliet (half class
should do Romeo and half to do Juliet) the collage
should be made up of images from newspapers,
magazines etc. The images can be representative
as well as literal. Students should also add quotes
from the play – what the characters say and what
other characters say about them.
Plenary
 Presenting their collages and justifying reasons for
using specific images and quotes
PLTS 1, 2, 5 and 6
ECM 4 and 5
KS
X
Development of concept of the characterisation
 Development of process of considering the ways WRL Y
in which writer’s present ideas and viewpoints. 21CL Z
WCD 1, 6 and 7
COL
Homework
Imagine you are reporter for
the Verona Mail – choose a
dramatic moment in the play
and write a report on it. You
could include quotes from
other characters.
 Knowledge and understanding of the language of
Shakespeare

 Knowledge and understanding of the ways in which the PLTS 1, 2, 3, 4, 5 and 6
two main characters are presented.
 Development of concept of characterisation
 Development of process of the ways in which
Shakespeare uses language to present ideas.
ECM 4 and 5
KS
X
WRL Y
21CL Z
WCD 1 and 7
COL
Homework
N/A
AF 1
Lesson Seven

To have an understanding of
the roles of the minor
characters in the play.
Starter
 Knowledge and understanding of roles of the minor
characters in the play and how they contribute to the
Who would they consider to be the minor
characters? Give students a character list to stick action.
in books.
 Development of concept of characterisation
Development Activities
 Development of process of the way in which
 Students to draw a picture of the minor
Shakespeare uses language to present ideas
characters – next to each picture they should add
a quote from the play and one adjective to
describe them – model example of Prince Escalus.


Recap on controlled assessment question and
consider the character of Tybalt.

Students to look at images of various Tybalt’s –
how is he presented? Write down your first
impressions.
PLTS 1, 2, 3, 4, 5 and 6
ECM 4 and 5
KS
X
WRL Y
21CL Z
WCD 1 and 7
COL
Homework
Write up your ideas about the
actor you would choose to
play Tybalt give four good
reasons for your choices.

Model a PEE paragraph about the presentation of
Tybalt. Students to have a copy.
Plenary
 Which actor would you choose to play Tybalt – why?
AF 1 and 2
Starter
Lesson Eight
 To consider the way Shakespeare creates conflict
Students to extract evidence from the
through language. Students to do Shakespearean
text and to use inference to interpret
insult task ( w/s attached)
writer’s ideas
Development Activities



Watching Baz Luhrman version of Tybalt’s
first entrance.
Reading extract from Act One, Scene One.
Annotating the extract – focus on language and
writer’s ideas
Plenary
 What would you do in Benvolio's position?
PLTS 1, 5 and 6
ECM 4 and 5
KS
X
WRL Y
Development of concept of inference and deduction
 Development of process of reading for meaning. 21CL Z
WCD 4 and 5
COL
Homework
N/A
 Knowledge and understanding of using evidence form
the text to show your understanding of writers’
methods

Starter
AF 1,2 and 3

Lesson Nine
 Show students a list of words you might use to
To understand and learn how to write an
describe Tybalt – organise them on a sliding
effective PEE paragraph about the ways
scale – from most likely to least likely.

in which Shakespeare presents Tybalt.
 Development



Re-read the extract from Act 1 Scene 1


Students to write their own PEE paragraphs
Teacher to demonstrate 3 different PEE
responses that are D, C and B grades.
Students to identify the grades and using the
mark scheme justify reasons for giving that
mark.
Students to peer assess each other’s
paragraphs.
Plenary
AF 2 and 3
Starter
Lesson Ten
To explore Shakespeare’s use of
Development
language and the character of
Tybalt further by writing a missing
scene from the play.

Students to write on a post it what
they think they need to do to
improve for next time.

Hot seating Tybalt


Plenary

AF 1,2 and 3
Lesson Eleven

PLTS 1,2, and 6
ECM 4 and 5
KS X
WRL Y
21CL Z
WCD 2 and 7
COL
Homework
N/A
Other students to assess how accurately they
have captured the sprit of Tybalt in their
pieces.

Watching the scene form the party. (Baz
Lurhman version)
To understand the way
Shakespeare uses language to Development
present his characters
 Reading the extract from Act 1 Scene 5 – the
conversation between Capulet and Tybalt

Shakespeare uses language to portray characters
Acting out their missing scene

Plenary
 Knowledge and understanding of the way in which
 Development of process of characterisation
Students are to consider the ways in  Development of concept of questioning, imagining and
which Tybalt might behave in a
creating texts.
fiction scene in the play. You could
choose the point at which Prince
Escalus has threatened the two
families with their lives.
Starter


PLTS 1,2,3,4,5 and 6
ECM 4 and 5
KS X
WRL 2 and 7
Development of concept of inference and deduction
 Development of process of reading for meaning. 21CL
WCD
COL
Homework:
Students to redraft their
PEE paragraph from todays
lesson – improving work based
on feedback
Knowledge and understanding of using evidence form
the text to show your understanding of writers’
methods
Annotating the extract together focus on
language.
Who had the power in this extract? How do
you know?

Knowledge and understanding of the way in
which Shakespeare uses language to create
characters
Development of process of using inference and
deduction
Development of concept of reading for meaning.
PLTS 1,2,3,4,5 and 6
ECM 4 and 5
KS X
WRL Y
21CL Z
WCD 2 and 7
COL
Homework
Write up your ideas about
which character had the most
power in this piece of
dialogue. Explain the reasons
behind your ideas.
AF 1,2 and 3
Lesson Twelve


Starter
How would you describe Tybalt’s behaviour at
To use evidence from the text.
this point in the play?
Development
To select material from
different places in the text.








Teacher to model 2 PEE paragraphs using
evidence from Act 1 scene 5 – Students to
give a band/grade and justify their reasons.

Students to find evidence for some ‘points’
that teacher will give to them.

Students to write two PEE paragraphs using
points and evidence.
To consider writer’s ideas
AF 1,2 and 3
Lesson Thirteen
Act 3 Scene 1 (The duel/murder)
To understand the way in which
Shakespeare develops
characterisation and to consider
the motivations for their actions.
 Peers Assess paragraphs
Plenary
What do they need to do to improve their PEEs for the
actual exam?
Starter

Ask students to think of a time when they were
forced to do something because of peer pressure.
Think/Pair/Share response.
Development Activities

Watching Baz Luhrman version of duel
between Tybalt and Romeo.

Students to plan Tybalt’s challenge letter to
Romeo.


Teacher to model first.
Knowledge and understanding of the way in
which Shakespeare uses language to create
characters.

Development of process of using inference and
deduction
Development of concept of reading for meaning
PLTS: 1,2,3,4,5,and 6
ECM: 4 and 5
KS X
WRL Y
21CL Z
WCD 7
COL
Homework
N/A
PLTS 1,2,3,4,5 and 6
ECM 4 and 5
KS X
Development of concept of the characterisation
 Development of process of considering the ways WRL Y
in which writer’s present ideas and viewpoints. 21CL Z
WCD 2 and 7
COL
Homework
Write Tybalt’s challenge
letter.
 Knowledge and understanding of the language of
Shakespeare


Letter should show students’ understanding of
Tybalt’s character and the previous events in the
plot - why is Tybalt challenging Romeo?
Plenary
 What would you have done if you were Romeo?



AF 1,2 and 3
Lesson Fourteen
Starter

Who is to blame for Mercutio’s death - Tybalt or
Romeo? Pupils to think/pair/share a response.
Development Activities


Reading Act Three, Scene One.
Annotating the extract – focus on language and
writer’s ideas
Plenary
 Write a PEE paragraph answering who they feel is
responsible for Mercutio’s death.


Knowledge and understanding of the way in
which Shakespeare uses language to create
characters.
Development of process of using inference and
deduction
Development of concept of reading for meaning
PLTS 1,2,3,4,5 and 6
ECM 4 and 5
KS X
WRL Y
21CL Z
WCD 2 and 7
COL
Homework
N/A



AF 1,2 and 3
Lesson Fifteen
Consider different interpretations
of texts.
Starter

Watch Zefferelli version of duel between Tybalt
and Romeo - how does it present Tybalt
differently to the Luhrmann version?
 Has their opinion of who is responsible for Mercutio’s
changed as a result of the different interpretation?
Development Activities



Knowledge and understanding of the way in
which Shakespeare uses language to create
characters.

Development of process of using inference and
deduction
Development of concept of reading for meaning
Continue Reading Act Three, Scene One.
PLTS 1,2,3,4,5 and 6
ECM 4 and 5
KS X
WRL Y
21CL Z
WCD 2 and 7
COL
Homework
Continue Annotating the extract – focus on
language and writer’s ideas
Plenary
 Select a word or phrase from Scene Three Act One
which they think tells us something important about
Tybalt’s character.


Lesson Sixteen
Consider the director’s role and
Develop note taking skills.
Starter
Complete cloze exercise on plot of Romeo and Juliet
Development Activities

Watch Part 1 of Baz Luhrmann’s Romeo and Juliet
to compound and extend our knowledge’

Students complete grid whilst watching – to check
understanding and develop note taking skills.
Plenary
Share notes from grid.

Knowledge and understanding of the way in
which Shakespeare uses language to create
characters.

Development of process of using inference and
deduction
Development of concept of reading film for meaning.
Development of process of a director interpreting a
text and characterisation.
PLTS 1, 2, 5 and 6
ECM 5 and 6
KS
X
WRL Y
21CL Z
WCD 7
COL




Lesson Seventeen
Writing to Review
Starter
Complete Writing to Review Dos and Don’ts
questionnaire
Development Activities

Watch Part 2 of Baz Luhrmann’s Romeo and Juliet
to compound and extend our knowledge’

Students complete grid whilst watching – to check
understanding and develop note taking skills.

Plenary
Recap Features of Writing to Review


Knowledge and understanding of the way in
which Shakespeare uses language to create
characters.
Development of process of using inference and
deduction
Development of concept of reading film for meaning.
Development of process of a director interpreting a
text and characterisation.
PLTS 1, 2, 5 and 6
ECM 5 and 6
KS
X
WRL Y
21CL Z
WCD 7
COL
Homework:
Write a film review of Baz
Luhrmann’s Romeo and Juliet.


Lesson Eighteen
Planning Controlled Assessment
Starter
Students swop h/w paragraphs answering “Who is
responsible for the deaths of Romeo and Juliet?” and
comment on use of PEE.
Development Activities

Recap student knowledge of the Controlled
Assessment Task and test student recollection of
Assessment Objectives.
 Learning to Structure and Plan a response to a
Controlled Assessment Task.
 Using Assessment Objectives to Inform Planning.
 Knowledge and understanding of the way in

which Shakespeare uses language to create
characters.

Model structuring an essay plan in response to
controlled assessment task.
Plenary
PLTS 1, 2, 3, 5 and 6
ECM 4 and 5
KS
X
WRL Y
21CL Z
WCD 1 and 7
COL
Homework
Prepare for Controlled
Assessment



Lesson Nineteen
Planning Controlled Assessment
Starter

What are the features of a good controlled
assessment response ?




Example answers would be:
Organised in paragraphs
Has an Introduction and Conclusion
Uses PEE
 Learning to Structure and Plan a response to a
Controlled Assessment Task.
 Using Assessment Objectives to Inform Planning.
 Knowledge and understanding of the way in
which Shakespeare uses language to create
characters.
 Selecting Information from a text.
Development Activities

Students use model plan structure to generate
their own plan for the Controlled Assessment.
Plenary
 Does their plan meet the criteria of a good response
generated in the starter?


Lessons Twenty - Twenty Two
Controlled Assessment
Students complete Controlled Assessment Task.
Assessment Objectives should be revisited at the start
of each session and students must be reminded of the
importance of PEE.

PLTS 1, 2, 3, 5 and 6
ECM 4 and 5
KS
X
WRL Y
21CL Z
WCD 1 and 7
COL
Homework
Prepare for Controlled
Assessment